Career Preparedness Survey Outcomes of Food Science Graduates—A Follow‐Up Assessment

Abstract

Fifty‐eight recent graduates (1998–2008) from the joint Washington State University (WSU) and University of Idaho (UI) BiState School of Food Science program and 27 of their employers participated in a survey assessing learning outcomes based on the 2001 Institute of Food Technologists (IFT) core competencies for undergraduate food science programs. Parallel web‐based survey instruments for the graduates and employers using the WSU Skylight Matrix Survey System© were employed to assess the attitudes of the respondents to the frequency of usage of IFT defined skills and the adequacy of the graduates’ preparation from the program. Graduates responded that they were generally satisfied with their education; however, they reported lower rates of adequate or better preparation in Success Skill involving group dynamics, processing and engineering skills, and government regulations. Most of these skills were also the least frequently used by graduates in their careers. Success Skills were the most frequently performed competencies, while food microbiology and safety, and some engineering and processing skills were used less frequently by graduates of the Food Science program. Greater than 80% of the employers reported that the graduates’ performance was adequate or better in all skill areas. The assessment suggested program improvement since a similar survey in 2004, but also illuminated areas for improvement in teaching and learning, particularly in light of the revised IFT 2011 Guidelines. Specifically, graduates and employers emphasized the need for more course work that weaves critical thinking skills, group dynamics, and government regulations into the classroom. Graduates also highlighted the importance of internships and extracurricular activities for career preparation.

Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach

“…and Univ. of Idaho Bistate School of Food Science program (Bohlscheid and Clark ). Overall, the results from the surveys indicated that graduates’ performance had improved since the implementation of IFT core competencies.…”

Graduate capabilities required of South African food science and technology students

“…Generic graduate attributes are expected to develop regardless of the discipline of study (Barrie, 2004), are transferable to many areas of life (Bohlscheid & Clark, 2012; Nägele & Stalder, 2017), and are suggested to embrace the “employability skills” to prepare graduates for employment (Small, Shacklock, & Marchant, 2018; Yorke & Knight, 2006; refer to Figure 1). Generic graduate attributes include communication and numeracy skills, technology skills such as computer literacy, problem solving skills, planning and organizational skills, and life‐long learning skills (Confederation of British Industry [CBI] & Universities UK, 2009).…”

Effects of Collective Efficacy, Teamwork Attitudes, and Experience on Group Project Performance: Comparisons Between 2 Food Science Courses

“…Despite numerous examples of positive evaluations of teamwork education initiatives, surveys of industry representatives suggest that student preparation in teamwork skills remains somewhat unsatisfactory (Vance 2007). A study about Food Science specifically (Bohlscheid and Clark 2012) reported that both students and employers perceived the need for more training in teamwork. More- JFS3-2017-0014 Submitted 6/9/2017, Accepted 10/2/2017 over, anecdotal evidence and systematic research about student experiences with group work reveals ambivalent attitudes that include frustration and "grouphate" (Keyton and others 1996;Myers and Goodboy 2005;Pauli and others 2008).…”